PITCH-IN CANADA
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Re-Think Activities
An educational Unit for children up to Grade 4
Written by Valerie Thom, B.Ed. and edited by Allard W. van Veen, APR, Fellow, CPRS

This unit has six chapters, each filled with information, ideas and projects. Words in bold and in italics are featured in the glossary which you can reach by clicking here

LITTER AND OUR ENVIRONMENT: ACTIVITY 3 -   Where Does Litter Come From?                 2 – 3

Skills: none

Time: one class period

Learning Objective: students will be able to identify the seven sources of litter; students will consider actions that will help to control the sources of litter.

NOTE: you may wish to do LITTER: ACTIVITY 13, in which students make car litterbags to help prevent litter, as a follow-up to this Activity.

Materials and Equipment: photocopies of the cartoon, "Litter Disaster", APPENDIX 13, enough for at least one for every two students.

Activity:

1. Review with students LITTER: ACTIVITY 1, if done, in which students discussed some of the different sources of litter.

2. List those suggested sources of litter. If LITTER: ACTIVITY 1 was not done, ask students to suggest sources of litter in their community, and list their suggestions on the board. (HINT: start the list with the source "pedestrian" or "people" for younger students, to help them think of sources other than people.)

3. Provide each student, or each pair of students, with a copy of the worksheet "Litter Disaster".

4. Follow the footsteps of "Reggie Recycle" through the neighbourhood, looking for the seven sources of litter.

5. As students locate each source, have them check it off on the list at the bottom of the worksheet.

6. Have students colour each of the seven sources.

7. On a class chart, or individually or in pairs, have students make a chart listing each source of litter.

8. Beside each source, have students suggest ways in which that source could be controlled.

For Older Students

Have students list, beside each suggestion, how each source could be controlled, and which agency or individual should be responsible for enforcing the control of that source of litter.

 RE…Think

Discuss with the students:

• Wind will move litter around our community—can you think of some other ways in which litter can be spread around? (By animals, by water, etc.)
• Which of the seven sources of litter in our community can we (the students) do something about?
• What could we do to help prevent litter from these sources?
• What could we do to make our community aware of the other sources?

Plan and carry out anti-littering projects suggested by your students.

NOTE: the PITCH-IN CANADA WEEK campaign is held in many provinces in Canada in the spring. If this is campaign is not held in your province, your school can participate by registering with PITCH-IN CANADA 'online' at www.pitch-in.ca. You can also purchase promotional materials to help you promote the campaign in your school, community, etc... by visiting the PITCH-IN CANADA Store on the website. This campaign encourages community groups to carry out clean-up and recycling projects to help improve their environment. For more information, contact PITCH-IN CANADA at this address.

Click here to return to the Index for Chapter 6 and more activities

Click here to return to the Index for Re-Think